References
- Acosta, R. (2012). Advocacy networks through a multidisciplinary lens: Implications for research agendas. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 23(1), 156–181. https://doi.org/10.1007/s11266-011-9187-3
- Álvarez, L. (2020). El movimiento feminista en México en el siglo XXI: juventud, radicalidad y violencia. Revista Mexicana de Ciencias Políticas y Sociales, 240(65), 147–175. https://doi.org/10.22201/fcpys.2448492xe.2020.240.76388
- Arredondo, I. (2018). Padece CDMX 10 mil marchas en tres años. El Universal, February 7. https://www.eluniversal.com.mx/periodismo-de-investigacion/cdmx-9-marchasal-dia-por-3-anos
- Boumlik, H., & Schwartz, J. (2016). Conscientization and third space: A case study of Tunisian activism. Adult Education Quarterly, 66(4), 319–335. https://doi.org/10.1177/0741713616652475
- Bracho, J. (1990). De los gremios al sindicalismo, genealogía corporativa. Instituto de Investigaciones Sociales, Universidad Nacional Autónoma de México.
- Brookfield, S. (2012). Radical aesthetics: Ken Loach as social movement educator. In B. Hall, D. Clover, J. Crowther, & E. Scandrett (Eds.), Learning and education for a better world: The role of social movements (pp. 113–124). Sense.
- Brooks, A. (2019). Agential realism in a community-based organization in Mexico: An ethico-onto-epistemology of emancipatory learning. Adult Education Quarterly, 69(1), 42–59. https://doi.org/10.1177/0741713618815579
- Cadena, J. (2015). Las organizaciones civiles mexicanas hoy. Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, Universidad Nacional Autónoma de México.
- Cadena, J., & López, M.(2020). Las izquierdas mexicanas hoy : Las vertientes de la izquierda. Instituto de Investigaciones Sociales, Universidad Nacional Autónoma de México.
- Cassily, S., & Clarke-Vivier, S. (2016). A pedagogy of possibility: Reading Roger Simon in the wake of Ferguson, Missouri. Curriculum Inquiry, 46(1), 8–26. https://doi.org/10.1080/03626784.2015.1133222
- Centro Mexicana para la Filantropía. (2021). Compendio estadístico del sector no lucrativo 2021. Cemefi.
- Choudry, A. (2015). Learning activism: The intellectual life of contemporary social movements. University of Toronto Press.
- Clarke-Vivier, S., & Stearns, C. (2019). MeToo and the problematic valor of truth: Sexual violence, consent, and ambivalence in public pedagogy. Journal of Curriculum Theorizing, 34(3), 55–75.
- Cordova, R. (2016). DIY punk as education: From mis-education to educative healing. Information Age.
- Córdova, A. (1984). La Revolución Mexicana y la lucha actual por la democracia. Centro de Estudios del Movimiento Obrero y Socialista.
- Crowther, J. (2006). Knowledge and learning in social movements: Issues and opportunities for adult community education. In R. Edwards, J. Gallacher, & S. Whittaker (Eds.), Learning outside the academy: International research perspectives on lifelong learning (pp. 133–148). Routledge.
- Davis, G., McAdam, D., & Scott, W. (2005). Social movements and organization theory. (Zald, M., Eds.). Cambridge University Press.
- de Gori, E. (2020). AMLO y las cuatro transformaciones de México. Celag Org, 16. September https://www.celag.org/amlo-y-las-cuatro-transformaciones-de-mexico
- Dennis, C. (2015). Blogging as public pedagogy: Creating alternative educational futures. International Journal of Lifelong Education, 34(3), 284–299. https://doi.org/10.1080/02601370.2014.1000408
- de Seguridad Ciudadana, S. (2023). Agenda de movilizaciones sociales (https://www.ssc.cdmx.gob.mx/ciudadania/agenda-de-movilizaciones-sociales).
- Earl, C. (2018). Spaces of political pedagogy: Occupy! and other radical experiments in adult learning. Routledge.
- El‐Kassem, N. (2008). The pitfalls of a “democracy promotion” project for women of Iraq. International Journal of Lifelong Education, 27(2), 129–151. https://doi.org/10.1080/02601370801936317
- Endresen, K., & von Kotze, A. (2005). Living while being alive: Education and learning in the treatment action campaign. International Journal of Lifelong Education, 24(5), 431–441. https://doi.org/10.1080/02601370500169822
- Escalante, F., & Canseco, J. (2019). De Iguala a Ayotzinapa. La escena y el crimen. El Colegio de México.
- Eyerman, R., & Jamison, A. (1991). Social movements: A cognitive approach. University Park.
- Fernández, J. (2012). El despertar de la sociedad civil: una perspectiva histórica (Segunda edición ed.). Océano de México.
- Finger, M. (1989). New social movements and their implications for adult education. Adult Education Quarterly, 40(1), 15–22. https://doi.org/10.1177/074171368904000102
- Flowers, R., & Swan, E. (Eds.). (2015). Food pedagogies. Routledge.
- Foley, G. (1999). Learning in social action: A contribution to understanding informal education. Zed.
- Gerónimo-López, K., Ramos Concha, G., & Holst, J. (2021). Adult education in Latin American and Caribbean social movements.New Directions for Adult & Continuing Education, 2021(171), 11–18. https://doi.org/10.1002/ace.20436
- Gerring, J. (2004). What is a case study and what is it good for? American Political Science Review, 98(2), 341–354. https://doi.org/10.1017/S0003055404001182
- Gordillo-García, J. (2023). Dinámicas de reclutamiento: el Movimiento por la Paz con justicia y dignidad. Estudios Sociológicos de El Colegio de México, 41(122), 411–440. https://doi.org/10.24201/es.2022v40n119.2294
- Gouin, R. (2009). An antiracist feminist analysis for the study of learning in social struggle. Adult Education Quarterly, 59(2), 158–175. https://doi.org/10.1177/0741713608327370
- Grace, A. (2016). Counteracting fabricated anti-gay public pedagogy in Uganda with strategic lifelong learning as critical action. International Journal of Lifelong Education, 35(1), 51–73. https://doi.org/10.1080/02601370.2015.1129366
- Grupo de Trabajo CLACSO Educación Popular y Pedagogías Críticas. (2023). Boletín educación popular y pedagogías críticas en América Latina y el Caribe. Número 4. La formación política como problema estratégico del presente. Consejo Latinoamericano de Ciencias Sociales.
- Gür, F., Seggie, F., & Başgürboğa, G. (2021). Informal adult learning: Advertisements in women’s magazines in Turkey. Adult Education Quarterly, 71(4), 315–337. https://doi.org/10.1177/0741713621991842
- Hall, B. (2009). A river of life: Learning and environmental social movements. Interface, 1(1), 46–78.
- Hall, B., Clover, D., Crowther, J., & Scandrett, E. (2011). Social movement learning: A contemporary re-examination. Studies in the Education of Adults, 43(2), 113–116. Note that this article introduces a special issue). https://doi.org/10.1080/02660830.2011.11661607
- Hall, B., Clover, D., Crowther, J., & Scandrett, E. (Eds.). (2012). Learning and education for a better world: The role of social movements. Sense.
- Holford, J. (1995). Why social movements matter: Adult education theory, cognitive praxis, and the creation of knowledge. Adult Education Quarterly, 45(2), 95–111. https://doi.org/10.1177/0741713695045002003
- Holst, J. (2021). Challenging neoliberalism through radical adult education in a Chilean union school. Adult Education Quarterly, 71(1), 20–36. https://doi.org/10.1177/0741713620923743
- Inclán, M. (2018). The Zapatista movement and mexico’s democratic transition: Mobilization, success, and survival. Oxford University Press.
- Instituto Nacional de Estadística y Geografía. (2017). Anuario estadístico y geográfico de los Estados Unidos Mexicanos. INEGI.
- Instituto Nacional de Estadística y Geografía. (2018). Modulo sobre lectura: Principales resultados. INEGI.
- Irving, C., & English, L. (2011). Community in cyberspace: Gender, social movement learning, and the internet. Adult Education Quarterly, 61(3), 262–278. https://doi.org/10.1177/0741713610380448
- Isaac-Savage, E., & Merriweather, L. (2021). Preparing adult educators for racial justice.New Directions for Adult & Continuing Education, 2021(170), 109–118. https://doi.org/10.1002/ace.20430
- Jeremic, R. (2019). What would Gramsci tweet?New Directions for Adult & Continuing Education, 2019(164), 109–120. https://doi.org/10.1002/ace.20360
- Jubas, K. (2023). More than a confessional mo(ve)ment? #MeToo’s pedagogical tensions. Adult Education Quarterly, 73(2), 133–149. https://doi.org/10.1177/07417136221134782
- Jubas, K., Johnston, D., & Chiang, A. (2020). Public pedagogy as border-crossing: How Canadian fans learn about health care from American TV. Journal of Borderlands Studies, 35(1), 41–54. https://doi.org/10.1080/08865655.2017.1367319
- Jubas, K., & Lenters, K. (2019). Extemporaneous lessons on place, space, and identity: Graffiti as a pedagogical disruption. Engaged Scholar Journal, 5(2), 79–94. https://doi.org/10.15402/esj.v5i2.68336
- Jubas, K., Taber, N., & Brown, T. (Eds.). (2015). Popular culture as pedagogy: Research in the field of adult education. Sense.
- Kapoor, D. (2007). Subaltern social movement learning and the decolonization of space in India. International Education, 37(1), 10–41.
- Keck, M., & Sikkink, K. (1998). Activists beyond borders: Advocacy networks in international politics. Cornell University Press.
- Kilgore, D. (1999). Understanding learning in social movements: A theory of collective learning. International Journal of Lifelong Education, 18(3), 191–202. https://doi.org/10.1080/026013799293784
- Kluttz, J., & Walter, P. (2018). Conceptualizing learning in the climate justice movement. Adult Education Quarterly, 68(2), 91–107. https://doi.org/10.1177/0741713617751043
- Kuk, H., & Tarlau, R. (2020). The confluence of popular education and social movement studies into social movement learning: A systematic literature review. International Journal of Lifelong Education, 39(5–6), 591–604. https://doi.org/10.1080/02601370.2020.1845833
- Langdon, J. (2011). Democracy re-examined: Ghanaian social movement learning and the re-articulation of learning in struggle. Studies in the Education of Adults, 43(2), 147–163. https://doi.org/10.1080/02660830.2011.11661610
- Larrabure, M., Vieta, M., & Schugurensky, D. (2011). The “new cooperativism” in Latin America: Worker-recuperated enterprises and socialist production units. Studies in the Education of Adults, 43(2), 181–196. https://doi.org/10.1080/02660830.2011.11661612
- Latinobarómetro. (2020). Study #LAT-2020. Venezuela).
- MacNeill, S., Johnston, B., & Smyth, K. (2020). Critical engagement for active participation: The digital university in an age of populism.New Directions for Adult & Continuing Education, 2020(165), 115–127. https://doi.org/10.1002/ace.20372
- McLean, S. (2013). Public pedagogy, private lives: Self-help books and adult learning. Adult Education Quarterly, 63(4), 373–388. https://doi.org/10.1177/0741713613491621
- McLean, S. (2014). Learning on the margins of adult education: Self-help reading about health, relationships, and career success. Studies in the Education of Adults, 46(1), 4–22. https://doi.org/10.1080/02660830.2014.11661654
- McLean, S. (2015). Individual autonomy or social engagement: Adult learners in neo-liberal times. Adult Education Quarterly, 65(3), 196–214. https://doi.org/10.1177/0741713615573984
- McLean, S.(2022). The cultural logic of precariousness and the marginalization of the sociological imagination: Signs from Mexican self-help books. Canadian Review of Sociology, 59(1), 115–134.
- McLean, S., & Dixit, J. (2018). The power of positive thinking: a hidden curriculum for precarious times. Adult Education Quarterly, 68(4), 280–296. https://doi.org/10.1177/0741713618777817
- McLean, S., & Vermeylen, L. (2014). Transitions and pathways: Self-help reading and informal adult learning. International Journal of Lifelong Education, 33(2), 125–140. https://doi.org/10.1080/02601370.2013.823632
- Montes de Oca, L. (2019). Comida chatarra: entre la gobernanza regulatoria y la simulación. Institute of Social Research, National Autonomous University of Mexico.
- Montes de Oca, L. (2021). Gobernanza y poder: transformación de los patrones de articulación entre actores públicos, privados y sociales. In A. R. Tarín & A. Alejo (Eds.), Panorama de la gobernanza: perspectivas y retos para su estudio en Iberoamérica (pp. 37–48). Tirant lo blanch.
- Montes de Oca, L., & McLean, S. (2019). Entender la autoayuda. claves interdisciplinarias para analizar una práctica cultural en expansión. Revista Interdisciplinaria de Estudios Latinoamericanos, 3(3), 11–26.
- Motta, S., & Esteves, A. (2014). Reinventing emancipation in the 21st century: The pedagogical practices of social movements. Interface, 6(1), 1–24. Note that this article introduces a special issue).
- Moyer, J., & Sinclair, A. (2020). Learning for sustainability: Considering pathways to transformation. Adult Education Quarterly, 70(4), 340–359. https://doi.org/10.1177/0741713620912219
- Nielsen Company. (2019, August). Email correspondence with Nielsen book services limited.
- Ollis, T. (2008). The “accidental activist”: Learning, embodiment and action. Australian Journal of Adult Learning, 48(2), 316–335.
- Ollis, T. (2020). Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement. Studies in the Education of Adults, 52(2), 215–231. https://doi.org/10.1080/02660830.2020.1750828
- Ollis, T. (2021). Informal and nonformal adult learning in the coal seam gas protests: Mobilizing practices and building an environmental justice movement for change. Adult Education Quarterly, 71(4), 389–408. https://doi.org/10.1177/07417136211005370
- Pozas, R. (2018). Los años sesenta en México: la gestación del movimiento social de 1968. Revista Mexicana de Ciencias Políticas y Sociales, 234(63), 111–132. https://doi.org/10.22201/fcpys.2448492xe.2018.234.65792
- Ramdeholl, D. (2019). Whose social justice? Social movements for whom?New Directions for Adult & Continuing Education, 2019(164), 135–144. https://doi.org/10.1002/ace.20362
- Reygadas, R. (1998). Abriendo veredas: iniciativas públicas y sociales de las redes de organizaciones civiles. Convergencia de Organismos Civiles por la Democracia.
- Rimke, H. (2020). Self-help, therapeutic industries, and neoliberalism. In D. Nehring (Ed.), The Routledge international handbook of global therapeutic cultures (pp. 36–50). Routledge.
- Salvio, P. (2017). The story-takers: Public pedagogy, transitional justice, and Italy’s non-violent protest against the Mafia. University of Toronto Press.
- Sandlin, J., O’Malley, M., & Burdick, J. (2011). Mapping the complexity of public pedagogy scholarship: 1894-2010. Review of Educational Research, 81(3), 338–375. https://doi.org/10.3102/0034654311413395
- Sandlin, J., Schultz, B., & Burdick, J. (Eds.). (2010). Handbook of public pedagogy: Education and learning beyond schooling. Routledge.
- Sandlin, J., & Walther, C. (2009). Complicated simplicity: Moral identity formation and social movement learning in the voluntary simplicity movement. Adult Education Quarterly, 59(4), 298–317. https://doi.org/10.1177/0741713609334137
- Sandlin, J., Wright, R., & Clark, C. (2011). Re-examining theories of adult learning and adult development through the lenses of public pedagogy. Adult Education Quarterly, 63(1), 3–23. https://doi.org/10.1177/0741713611415836
- Scandrett, E., Crowther, J., Hemmi, A., Mukherjee, S., Shah, D., & Sen, T. (2010). Theorising education and learning in social movements: Environmental justice campaigns in Scotland and India. Studies in the Education of Adults, 42(2), 124–140. https://doi.org/10.1080/02660830.2010.11661593
- Schroeder, S., Currin, E., Washington, E., Curcio, R., & Lundgren, L. (2020). Like, share, comment, and learn: Transformative learning in online anti-trump resistance communities. Adult Education Quarterly, 70(2), 119–139. https://doi.org/10.1177/0741713619884270
- Segato, R. (2018). Contra-pedagogías de la crueldad. Prometeo.
- Simões, R., Amaral, I., & Santos, S. (2021). The new feminist frontier on community-based learning: Popular feminism, online misogyny, and toxic masculinities. European Journal for Research on the Education & Learning of Adults, 12(2), 165–177. https://doi.org/10.3384/rela.2000-7426.3359
- Sims, L., & Sinclair, A. (2008). Learning through participatory resource management programs: Case studies from Costa Rica. Adult Education Quarterly, 58(2), 151–168. https://doi.org/10.1177/0741713607309802
- Spencer, B. (1995). Old and new social movements as learning sites: Greening labor unions and unionizing the greens. Adult Education Quarterly, 46(1), 31–42. https://doi.org/10.1177/0741713695046001003
- Statista. (2022). Ranking of the Most Dangerous Cities in the World in 2022, by Murder Rate per 100,000 Inhabitants. Online resource Retrieved May 5, 2022. https://www.statista.com/statistics/243797/ranking-of-the-most-dangerous-cities-in-the-world-by-murder-rate-per-capita
- Tamayo, S. (1999). Del movimiento urbano popular al movimiento ciudadano. Estudios Sociológicos, 17(50), 499–518.
- Taylor, E. (2010). Cultural institutions and adult education.New Directions for Adult & Continuing Education, 2010(127), 5–14. https://doi.org/10.1002/ace.376
- Taylor, V. (1999). Gender and social movements: Gender processes in women’s self-help movements. Gender & Society, 13(1), 8–33. https://doi.org/10.1177/089124399013001002
- Walker, J., & Walter, P. (2018). Learning about social movements through news media: Deconstructing New York Times and fox news representations of Standing Rock. International Journal of Lifelong Education, 37(4), 401–418. https://doi.org/10.1080/02601370.2018.1485184
- Walter, P. (2007). Adult learning in new social movements: Environmental protest and the struggle for the Clayoquot Sound rainforest. Adult Education Quarterly, 57(3), 248–263. https://doi.org/10.1177/0741713606297444
- Walter, P. (2012). Cultural codes as catalysts for collective conscientisation in environmental adult education: Mr. Floatie, tree squatting and save-our-surfers. Australian Journal of Adult Learning, 52(1), 114–133.
- Walter, P. (2013). Theorising community gardens as pedagogical sites in the food movement. Environmental Education Research, 19(4), 521–539. https://doi.org/10.1080/13504622.2012.709824
- Walter, P., & Earl, A. (2017). Public pedagogies of arts-based environmental learning and education for adults. European Journal for Research on the Education & Learning of Adults, 8(1), 145–163. https://doi.org/10.3384/rela.2000-7426.relaOJS88
- Walters, S. (2005). Social movements, class, and adult education.New Directions for Adult & Continuing Education, 2005(106), 53–62. https://doi.org/10.1002/ace.179
- Walters, S. (2022). Learning about climate justice in times of drought and covid-19. International Journal of Lifelong Education, 41(1), 45–59. https://doi.org/10.1080/02601370.2021.1982038
- Welton, M. (1993). Social revolutionary learning: The new social movements as learning sites. Adult Education Quarterly, 43(3), 152–164. https://doi.org/10.1177/0741713693043003002
- Wright, R., & Sandlin, J. (2009). Cult TV, hip hop, shape-shifters, and vampire slayers: A review of the literature at the intersection of adult education and popular culture. Adult Education Quarterly, 59(2), 118–141. https://doi.org/10.1177/0741713608327368
- Yin, R. (2014). Case study research: Design and methods (fifth ed.). SAGE.
- Zald, M., & Ash, R. (1966). Social movement organizations: Growth, decay and change. Social Forces, 44(3), 327–341. https://doi.org/10.2307/2575833
- Zorrilla, A., & Tisdell, E. (2016). Art as critical public pedagogy: A qualitative study of Luis Camnitzer and his conceptual art. Adult Education Quarterly, 66(3), 273–291. https://doi.org/10.1177/0741713616645666